[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600777-105":3,"doc-detail-600777-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","spoilsport-in-drama-in-education-vs-dialogic-pedagogy","“Spoilsport” in drama in education vs. dialogic pedagogy","","This paper compares Drama in Education and Critical Ontological Dialogic Pedagogy as two educational paradigms for overcoming the alienation students often experience in conventional schooling. It examines their Vygotskian and Bakhtinian foundations, including how each approach understands learning, promotes social values, and shapes group dynamics, relationships, and learners’ subjectivity. Particular focus is given to the legitimacy of learners’ disagreement, dissensus, and transformations of agency, and to power relations within educational communities, highlighting opposing views on development, education, and engagement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/spoilsport-in-drama-in-education-vs-dialogic-pedagogy/600777/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/spoilsport-in-drama-in-education-vs-dialogic-pedagogy/600777.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What two educational paradigms does the paper compare?","Question",{"text":63,"@type":64},"The paper compares Drama in Education and Critical Ontological Dialogic Pedagogy, both aimed at countering student alienation in conventional education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper describe the role of learners’ disagreement?",{"text":68,"@type":64},"It investigates the legitimacy of learners’ dissensus with educational events and settings and how such dissensus supports critical examination of the curriculum and transformations of learners’ agency.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is “spoilsport” treated as threatening in play communities?",{"text":72,"@type":64},"The text explains that a spoilsport shatters the play-world itself by withdrawing from the game, exposing the fragility of the play-community and threatening its existence.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600777,1792094108,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"ISSN: 2325-3290 (online)  \n“Spoilsport” in drama in education vs. dialogic pedagogy  \nAna Marjanovic-Shane  \nChestnut Hill College, USA  \nAbstract  \nIn this paper I compare and contrast two educational paradigms that both attempt to overcome alienation often experienced by students in the conventional education. These two educational paradigms are embodied in different educational practices: First, Drama in Education in its widest definition, is based on the Vygotskian views that human cognitive, semantic (meaning-making), and social-emotional development happens in or through play and/or imagination, thus within the imagined worlds. Second, Critical Ontological Dialogic Pedagogy, is based in the Bakhtin inspired approach to critical dialogue among the “consciousnesses of equal rights”(Bakhtin, 1999), where education is assumed to be a practice of examination of the world, the others and the self. I reveal implicit and explicit conceptual similarities and differences between these two educational paradigms regarding their understanding the nature of learning; social values that they promote; the group dynamics, social relationships and the position of learners’subjectivity. I aim to uncover the role and legitimacy of the learners’ disagreement with the positions of others, their dissensus with the educational events and settings, and the relationships of power within the social organization of educational communities in these two diverse educational approaches. I explore the legitimacy of dissensus in these two educational approaches regarding both the participants’critical examination of the curriculum, and in regard to promoting the participants’agency and its transformations. In spite of important similarities between the educational practices arranged by these two paradigms, the analysis of their differences points to the paradigmatically opposing views on human development, learning and education. Although both Drama in Education and Dialogic Pedagogy claim to deeply, fully and ontologically engage the learners in the process of education, they do it for different purposes and with diametrically opposite ways of treating the students and their relationship to the world, each other and their own developing selves.  \nAna Marjanovic-Shane is an Associate professor of Education at Chestnut Hill College. She was born in Yugoslavia where she studied psychology, development and linguistics. She greaduated at the University of Pennsylvania in“Interdisciplinary human development”, with a special focus on the role of play and imagination in the meaning making processes. Her recent scolarly focus are dialogic relationships and meaning making in education. She is engaged in developing, practicing and studying dialogic pedagogy and democratic education.  \nAcknowledgements  \nI want to express my gratitude to Eugene Matusov for a critical challenge of my initial views that set me on this path of inquiry, and for supporting me to resist pressures when my ideas encountered disbelief and disapproval from some scholars of drama in education. I want to thank Beth Ferholt for believing in the legitimacy of disagreement among the professionals and for supporting the legitimacy of my “spoilsport” voice in the professional publications. I want to thank Kathy von Duyke and Ljubica Beljanski-Ristić for hours and hours of discussions and for providing invaluable feedback to many previous drafts of this article.  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2016](DOI: 10.5195/dpj.2016) .151 | Vol. 4 (2016)  \nA45  \n“Spoilsport” in drama in education vs. dialogic pedagogy  \nAna Marjanovic-Shane  \nThe player who trespasses against the rules or ignores them is a \"spoil-sport. \" The spoilsport is not the same as the false player, the cheat; for the latter pretends to be playing the game and, on the face of it, still acknowledges the magic circle. It is curious to note how much more l","cbCaidxgUpoNKuWT","https://ap.wps.com/l/cbCaidxgUpoNKuWT","pdf",609498,36,"English","# Abstract\n## Education paradigms and theoretical foundations\n## Learner dissensus, agency, and power relations\n## Concept of “spoilsport” and play-community","[{\"question\":\"What two educational paradigms does the paper compare?\",\"answer\":\"The paper compares Drama in Education and Critical Ontological Dialogic Pedagogy, both aimed at countering student alienation in conventional education.\"},{\"question\":\"How does the paper describe the role of learners’ disagreement?\",\"answer\":\"It investigates the legitimacy of learners’ dissensus with educational events and settings and how such dissensus supports critical examination of the curriculum and transformations of learners’ agency.\"},{\"question\":\"Why is “spoilsport” treated as threatening in play communities?\",\"answer\":\"The text explains that a spoilsport shatters the play-world itself by withdrawing from the game, exposing the fragility of the play-community and threatening its existence.\"}]","“Spoilsport” in drama in education vs. dialogic pedagogy | PDF",1792091360,91,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,128,131,136,139,143],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":126,"slug":127},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":129,"slug":130},30,"research-report",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},9,"Religion & Spirituality",20,"religion-spirituality",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":134,"slug":138},"World Cup","world-cup",{"id":140,"doc_module":4,"doc_module_name":25,"category_name":141,"show_sort_weight":140,"slug":142},10,"Lifestyle","lifestyle",{"id":144,"doc_module":4,"doc_module_name":25,"category_name":145,"show_sort_weight":114,"slug":146},19,"General","general"]